Understanding self-regulated learning in open-ended online assignment tasks

Sue Bennett, Lori Lockyer, Gregor Kennedy, Barney Dalgarno

    Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

    3 Citations (Scopus)

    Abstract

    Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.
    Original languageEnglish
    Title of host publicationDeveloping evaluative judgement in higher education
    Subtitle of host publicationAssessment for knowing and producing quality work
    EditorsDavid Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai
    Place of PublicationLondon
    PublisherRoutledge
    Chapter9
    Pages90-98
    Number of pages9
    Edition1st
    ISBN (Electronic)9781315109251
    ISBN (Print)9781138089358, 9781138089341
    DOIs
    Publication statusPublished - 2018

    Fingerprint

    Dive into the research topics of 'Understanding self-regulated learning in open-ended online assignment tasks'. Together they form a unique fingerprint.

    Cite this